Mini-Games for Teaching Political Science Methodology

Asal, Victor; Jahanbani, Nakissa; Lee, Donnett; Ren, Jiacheng

doi:10.1017/s1049096518000902

Cited by 17 publications

(13 citation statements)

References 37 publications

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“…Mini games have attracted increasing attention as educational tools that have the potential to teach difficult concepts to students (Asal et al, 2018 ). What is a mini game?…”

Section: Background and Theoretical Frameworkmentioning

confidence: 99%

Co-design of mini games for learning computational thinking in an online environment

et al. 2021

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“…Mini games have attracted increasing attention as educational tools that have the potential to teach difficult concepts to students (Asal et al, 2018 ). What is a mini game?…”

Section: Background and Theoretical Frameworkmentioning

confidence: 99%

Co-design of mini games for learning computational thinking in an online environment

et al. 2021

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“…Furthermore, Mendenhall and Tutunji (2018, 440) suggested that alternative teaching methods should have "low preparation time, minimal resource requirements, and ease of integration with existing curricula." Similarly, Asal et al (2018) pointed out that using simple gimmicks can be effective in teaching political science methodology. This mini-simulation follows those valuable suggestions in that there is little to no preparation time, no extra resources are required, and it is a low-intensity activity that students positively comment on in evaluations months afterwards.…”

Section: Discussionmentioning

confidence: 99%

Teaching Theory and Space: Human Territoriality in Political Science

Tağma

2021

APSC

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Learning theories in political science can be difficult for students. This article describes a technique that helps students to understand how a theory about human characteristics may impact behavior. I use a mini-simulation in which two volunteers are asked to enact a gimmick in front of the classroom, demonstrating the theory of human territoriality (Asal et al. 2018). As the volunteers engage in small talk, I point out that they engage with one another at a certain distance and angle that reflects social space. As the exercise progresses, students easily relate to the theory of human territoriality, which is defined as the symbolic and physical connection to a space considered as their own. This mini-simulation achieves the following learning objectives: understanding (1) that theories are relevant and help to explain human behavior; (2) the workings of the individual level of analysis; and (3) that theories are not universal and have limits to their application across culture, time, and space. This teaching technique does not require preparation time or resources, and students easily comprehend the expected learning outcomes. Having received overwhelmingly positive feedback in evaluations, I offer this as a viable technique for teaching theory in general because it helps students to comprehend what a theory is supposed to do—that is, to understand, explain, and sometimes predict behavior.

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“…In this scenario, the state and its aristocratic elites may find themselves in a pre-revolutionary situation vulnerable to sudden shocks (e.g., famines and defeat in war) that further alter dissident decision-making calculus. 2 It is interesting that although there are many simulations and games related to IR (Starkey and Blake 2001) and interstate conflict (e.g., Haynes 2015;Kanner 2007;McCarthy 2014), there are relatively few related to comparative politics (e.g., Archer and Miller 2011;Asal et al 2017;Asal et al 2018;Shellman 2001). There are even fewer available games that focus on revolutions and why they start, although some explore civil war termination (Shaw 2006).…”

Section: Teaching About Exploitation and Revolutionmentioning

confidence: 99%

Teaching about Oppression and Rebellion: The “Peasants Are Revolting” Game

Asal

Willis

Linebarger

et al. 2020

APSC

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Jean Jacques Rousseau wrote that “Man is born free, but is everywhere in chains.” Whereas the former claim of the quote is contestable and gendered, the latter part is empirically true from slavery to economic exploitation and widespread oppression that occurs to this day. Nevertheless, history shows that rarely will people take up weapons and rebel against the powerful. We have found that students often do not understand why this should be the case, given the rights that all people deserve. We use the Peasant Game exercise in class to shine a light on why most people, most of the time, endure repression and choose not to rebel. The game is played in turns with some students as lords, who decide how “food” will be apportioned, and other students as peasants, who produce the food. We discuss how power differentials occur and the difference they make. Students who play the game come away with a better understanding of why many people decide not to fight back against oppression—even if it is the right thing to do.

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Mini-Games for Teaching Political Science Methodology

Cited by 17 publications

References 37 publications

Co-design of mini games for learning computational thinking in an online environment

Co-design of mini games for learning computational thinking in an online environment

Teaching Theory and Space: Human Territoriality in Political Science

Teaching about Oppression and Rebellion: The “Peasants Are Revolting” Game

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